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Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers

Andersson, Ketty LU orcid ; Sandgren, Olof LU orcid ; Rosqvist, Ida LU orcid ; Lyberg Åhlander, Viveka LU ; Hansson, Kristina LU orcid and Sahlén, Birgitta LU (2022) In Child Language Teaching and Therapy 38(2). p.166-179
Abstract

Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A... (More)

Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.

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author
; ; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
classroom language and communication, continued professional development, inter-disciplinary collaboration, intervention, mixed methods
in
Child Language Teaching and Therapy
volume
38
issue
2
pages
166 - 179
publisher
SAGE Publications
external identifiers
  • scopus:85122316645
ISSN
0265-6590
DOI
10.1177/02656590211070997
language
English
LU publication?
yes
additional info
Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the The Swedish Institute for Educational Research (grant number 2016/46). Publisher Copyright: © The Author(s) 2022.
id
dd8385e3-2a10-42fe-9f75-203c5f47e355
date added to LUP
2022-01-20 09:17:53
date last changed
2024-04-20 19:12:40
@article{dd8385e3-2a10-42fe-9f75-203c5f47e355,
  abstract     = {{<p>Continued professional development (CPD), tailored to teachers’ needs and expectations, is required for updated skills and knowledge. In this study, twenty-five teachers working with first and second grade students participated in an 11-week programme focusing on enhancing classroom communication. The participating teachers were randomly assigned to either a direct intervention track (intervention) or a delayed intervention track (waiting control). Teachers’ perceptions of activities and interactions in the classroom and self-efficacy were assessed on three occasions: T1, T2, and T3. The direct intervention track received intervention between T1 and T2, while the delayed intervention track received intervention between T2 and T3. A percentage change score for changes between T1 and T2 was calculated, to compare the direct and delayed intervention tracks and assess any intervention effect. Results revealed no significant difference between the groups, i.e., the intervention had no effect on teacher self-reports. The teachers gave an overall positive evaluation of the CPD. Thematic analyses revealed continued need for professional development and insights into the reciprocal influence of student and teacher behaviour. The quantitative and qualitative results paint somewhat different pictures showing the need of mixed methods when analysing these kinds of data.</p>}},
  author       = {{Andersson, Ketty and Sandgren, Olof and Rosqvist, Ida and Lyberg Åhlander, Viveka and Hansson, Kristina and Sahlén, Birgitta}},
  issn         = {{0265-6590}},
  keywords     = {{classroom language and communication; continued professional development; inter-disciplinary collaboration; intervention; mixed methods}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{166--179}},
  publisher    = {{SAGE Publications}},
  series       = {{Child Language Teaching and Therapy}},
  title        = {{Enhancing teachers’ classroom communication skills – Measuring the effect of a continued professional development programme for mainstream school teachers}},
  url          = {{http://dx.doi.org/10.1177/02656590211070997}},
  doi          = {{10.1177/02656590211070997}},
  volume       = {{38}},
  year         = {{2022}},
}